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Conceptualizing Approaches to Critical Computing Education: Inquiry, Design, and Reimagination

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Past, Present and Future of Computing Education Research

Abstract

As several critical issues in computing such as algorithmic bias, discriminatory practices, and techno-solutionism have become more visible, numerous efforts are being proposed to integrate criticality in K-16 computing education. Yet, how exactly these efforts address criticality and translate it into classroom practice is not clear. In this conceptual chapter, first we historicize how current efforts in critical computing education draw on previous work which has promoted learner empowerment through critical analysis and production. We then identify three emergent approaches: (1) inquiry, (2) design and (3) reimagination that build on and expand these critical traditions in computing education. Finally, we discuss how these approaches highlight issues to be addressed and provide directions for further computing education research.

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Acknowledgements

An earlier version of this chapter titled “Conceptualizing three approaches for integrating criticality in K-12 computing education” was presented and published in the proceedings of the International Conference of the Learning Sciences (ICLS) 2022.

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  1. University of Pennsylvania, Philadelphia, PA, USA

    Luis Morales-Navarro & Yasmin B. Kafai

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  1. Luis Morales-Navarro
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Correspondence to Luis Morales-Navarro .

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  1. University of Eastern Finland, Joensuu, Finland

    Mikko Apiola

  2. University of Eastern Finland, Joensuu, Finland

    Sonsoles López-Pernas

  3. University of Eastern Finland, Joensuu, Finland

    Mohammed Saqr

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Morales-Navarro, L., Kafai, Y.B. (2023). Conceptualizing Approaches to Critical Computing Education: Inquiry, Design, and Reimagination. In: Apiola, M., López-Pernas, S., Saqr, M. (eds) Past, Present and Future of Computing Education Research . Springer, Cham. https://doi.org/10.1007/978-3-031-25336-2_21

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  • DOI: https://doi.org/10.1007/978-3-031-25336-2_21

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